Tracing the Historical Roots of Culturally Inclusive Pedagogy in Early Childhood Education: From Folk Traditions to Modern Classrooms
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2025
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| _version_ | 1866901717082177536 |
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| author | Lee Bih Ni, Connie Shin |
| author_facet | Lee Bih Ni, Connie Shin |
| contents | <div><span>This study explores the historical evolution of culturally inclusive pedagogy in early </span></div> <div><span>childhood education, tracing its foundations from folk traditions to modern classroom </span></div> <div><span>practices. Through a qualitative synthesis of credible online sources, the research </span></div> <div><span>examines how cultural narratives, community values, and educational reforms have </span></div> <div><span>shaped inclusive teaching approaches across different contexts. The findings reveal </span></div> <div><span>that early folk traditions emphasizing storytelling, communal learning, and cultural </span></div> <div><span>continuity laid the groundwork for contemporary inclusive frameworks that prioritize </span></div> <div><span>diversity, equity, and intercultural understanding. The study highlights how educators’ </span></div> <div><span>cultural awareness and adaptive pedagogies foster a sense of belonging and holistic </span></div> <div><span>development among young learners. By integrating historical, theoretical, and </span></div> <div><span>empirical perspectives, this research underscores the importance of preserving </span></div> <div><span>cultural heritage while advancing inclusive, globally minded education in early </span></div> <div><span>childhood settings.</span></div> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17547386 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Tracing the Historical Roots of Culturally Inclusive Pedagogy in Early Childhood Education: From Folk Traditions to Modern Classrooms Lee Bih Ni, Connie Shin <div><span>This study explores the historical evolution of culturally inclusive pedagogy in early </span></div> <div><span>childhood education, tracing its foundations from folk traditions to modern classroom </span></div> <div><span>practices. Through a qualitative synthesis of credible online sources, the research </span></div> <div><span>examines how cultural narratives, community values, and educational reforms have </span></div> <div><span>shaped inclusive teaching approaches across different contexts. The findings reveal </span></div> <div><span>that early folk traditions emphasizing storytelling, communal learning, and cultural </span></div> <div><span>continuity laid the groundwork for contemporary inclusive frameworks that prioritize </span></div> <div><span>diversity, equity, and intercultural understanding. The study highlights how educators’ </span></div> <div><span>cultural awareness and adaptive pedagogies foster a sense of belonging and holistic </span></div> <div><span>development among young learners. By integrating historical, theoretical, and </span></div> <div><span>empirical perspectives, this research underscores the importance of preserving </span></div> <div><span>cultural heritage while advancing inclusive, globally minded education in early </span></div> <div><span>childhood settings.</span></div> |
| title | Tracing the Historical Roots of Culturally Inclusive Pedagogy in Early Childhood Education: From Folk Traditions to Modern Classrooms |
| url | https://doi.org/10.5281/zenodo.17547386 |